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Research Article

Experience of junior educators in an advanced eye care centre following a faculty development training program

[version 1; peer review: awaiting peer review]
PUBLISHED 28 Jul 2025
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This article is included in the Eye Health gateway.

Abstract

Abstract*

Background

This study aimed to explore the experiences of novice clinical educators, known as junior faculty or student teacher or junior doctor in medical education, who completed a four-month faculty development program, focusing on their support needs and academic strategies to overcome challenges through training and development. Despite the importance of such training in nurturing and honing educator skills, research on this subject is limited to skill-based theory and praxis of optometry and vision sciences as a technical specialty for spectacles refraction, detection of cataract, glaucoma, infection. A general preliminary search reveals that research and training programs are missing in wide and deep learning in comprehensive syllabic eye care, in value-based communication skills and psychosocial skills for human-human interaction, transparent career paths, profession-centric elements of compassionate care, and human resources management that engender collaboration and team spirit.

Methods

A questionnaire and one-on-one interviews were conducted with 20 junior educators, 16 of whom participated. All had completed the ‘Consuming Knowledge Consciously’ (CKC) program and had over one year of experience in teaching optometry trainees and vision technicians. Analysis of the interview transcripts identified themes related to teaching motivators, challenges, and personal aptitude for education.

Results

The analysis revealed that while the educators initially lacked confidence, they developed key competencies over time through the curated CKC program and mentoring by senior faculty. Educators have utilized various methods, such as role-play, inquiry-based learning, and the ‘Know, Want-to-know, and Learned’ or KWL method of purposeful reading, to increase trainee engagement and collaboration. Challenges included teaching complex topics, addressing difficult questions, and managing time, with senior mentors providing vital support. The CKC program welcomes reflective learning, critical thinking, and personal growth in communication. However, educators face logistic challenges such as limited availability and scheduled shared access to the necessary teaching space furnished with educational technology infrastructure, appropriate time allocation in a workday and audiovisual and reading library resources.

Conclusions

The CKC program helped educators transition toward interactive, trainee-centered teaching, improving their confidence and effectiveness. Despite challenges such as resource limitations, the program supported the creation of dynamic, collaborative learning environments essential to clinical practice.

Keywords

Junior educators, medical education, faculty development, peer tutoring, clinical teaching, teaching, qualitative research

Introduction

The adoption of peer teaching in medical education, with its emphasis on collaborative learning and mentorship, has emerged as a complementary approach to the traditional senior faculty-led instruction model.1 Teaching that aims to create medical educators, also known as junior faculty or student teacher or junior doctor in medical education, is an art: picture the resultant cutting-edge clinician-educator who had immersed oneself in contextual teaching and professional training by model instructors-tutors.2 However, the absence of mentoring can hinder the educators’ eventual effectiveness and efficacy, likely leading to rejection of their placement by institutions while negatively impacting the learning environment. Conversely, collaborative and engaging environments would invite trainee success.1

Institutional support plays a crucial role in developing junior faculty. Initial assessments of attitudes and tailored training programs enhance their teaching capabilities.1 Studies have demonstrated that after receiving training in exemplar procedural skills, junior educators can deliver instruction comparable with senior faculty.3 Programs such as problem-based learning (PBL) encourage active trainee participation and innovation in teaching methodologies.410

Faculty development programs have evolved significantly since their inception in 1922, shifting from basic instructional skills to comprehensive phased models addressing advanced pedagogical and research needs.5 These programs lend a sense of belonging, integrating junior educators into academic communities while addressing their weaknesses.

Despite these advancements, challenges persist in faculty training programs. Junior educators face high workloads, limited academic time, and stress from financial constraints, all of which contribute to burnout and far-reduced job satisfaction.10 While junior faculty often find teaching roles more satisfying, research and service roles are less fulfilling, with disparities being found in satisfaction across gender and institution type.11

Opining that the value of education was in learning and sharing knowledge, we articulated that receiving structured training was of primary importance, not whether the trainees chose to continue working with the organization long after finishing their training. Thus, we studied the scope and focus of training for our new entrants in the optometry stream in professional eye clinics of an advanced tertiary care eye center linked to tertiary eye centers in three states of southern India. We began to gather information on the experiences of new junior educators and recent appointees on the faculty tenure track who need support from senior faculty, including a preliminary orientation on foundation skills and pedagogy that helped make complex concepts understandable. Surprisingly, we found that previous research in this area was sparse.

The four-month faculty development program called Consuming Knowledge Consciously (CKC), the most recent educational initiative of the LVPEI, was introduced in June 2022 and aimed to provide training to newly recruited junior educators. The training focused on techniques for engaging trainees and adopting various methods for assessing trainee capacity for attention, retention, application, and reflection. The ten core optometry modules were covered by senior faculty who served as mentors. Mentoring was readily available throughout the 12-month duration. Supplemental workshops were conducted in a phased manner on the ten topics of deep study, which included one or more of 15 clinical subspecialties, pedagogy and assessments, educational psychology, communication, foundational skills, academic research, social media usage, mentoring, teamwork, and leadership, as shown in Table 2.12 Our present inquiry explored the barriers and facilitators that help entry-level professional educators stay the course with self-discipline, discernment, and unswaying interest in reading, studying, knowing, delving into the depths of theory and practice, finding the facts, and sharing, discussing, and debating, which lead to the realization of one’s potential. We focused on eliciting the outcomes of implementing some active learning strategies (such as game-based learning, inquiry-based learning, a 1-minute summary, and peer-centric learning and teaching) that tested the tenacity of newcomers as confirmed educators.

Method

This prospective qualitative study was conducted in compliance with the Declaration of Helsinki. Ethical approval was obtained from the Institutional Ethics Committee (IEC) of the Hyderabad Eye Research Foundation on 27 July 2024 (Ethics Reference No: LEC-BHR-P-07-2024-104).

A questionnaire developed by an experienced faculty member was used during the interview process to assess the experiences and perceptions of 16 junior educators at the L V Prasad Eye Institute who had completed the CKC program in 2022. The program aimed to enhance pedagogical and professional skills across ten domains, including 15 clinical subspecialties, pedagogies, educational psychology, communication, foundational skills, academic research, social media use, mentoring, teamwork, and leadership. Training took place through blended learning approaches, combining in-person workshops and technology-enabled classroom sessions.12

The questionnaire included 13 open-ended questions13 organized around four major themes: trainee background, program components, program impact and outcomes, and suggestions for improvement. It was developed after reviewing the relevant literature and was refined by senior faculty following collaborative discussions.13 The aim was to evaluate teaching readiness, mentorship quality, and skill development in areas such as lesson planning, content delivery, and the use of active learning strategies.

The trainees also reflected on how the program influenced their confidence, communication skills, and familiarity with educational technology. An informed consent form was distributed to the trainees via online Google Forms one week before the interview, explaining the terms and conditions including the study’s purpose, confidentiality measures, and voluntary participation. Only those trainees who provided informed consent were included in the study.

Structured one-on-one interviews with the trainees were conducted online via Microsoft Teams, with both audio and video recordings securely stored. Each interview lasted approximately one hour and all interviews were conducted over a three-month period, from September 16th to November 16th, 2024. Transcripts were generated via the Read AI notes feature and were reviewed and edited by the authors for clarity and accuracy on the same day. In cases where Read AI failed, Adobe Premiere Pro was used to complete the transcription. The interviews of trainees were then analyzed via ChatGPT Mini 4.0 to identify patterns of experience as recurring themes. A focused group discussion among the authors finalized the 17 key themes (Supplementary Material), 14 offering in-depth insights into the educators’ experiences during the CKC program.

Results

A total of 20 junior educators were selected for structured one-on-one interviews. Sixteen interviews were completed, consisting of five males and eleven females. Four educators were excluded due to scheduling conflicts, departure from the organization, or failure to provide a timely response. The interviews of trainees were conducted online via Microsoft Teams, with video and audio recordings securely saved for analysis. Each interview session lasted approximately one hour, and transcripts were generated using the Read AI notes feature in Microsoft Teams. These transcripts were reviewed and edited by the author on the same day to correct minor errors and ensure accuracy. The transcripts were then proofread and analyzed thematically using ChatGPT Mini 4.0.

The final themes were established following a focused group discussion among the authors. To maintain objectivity, the facilitator refrained from prompting responses, and all themes were derived directly from the transcripts. The facilitator and primary investigator, with support from ChatGPT Mini 4.0, identified the themes. In instances where the Read AI feature was ineffective, Adobe Premiere Pro was utilized for transcription.

The analysis identified 17 key themes, as shown in Table 1,14 which offers insights into the educators’ experiences in the CKC program.

Transitioning from traditional to active learning strategies

The transition from traditional to active learning strategies marked a significant evolution in pedagogical approaches, especially in clinical settings. Traditional methods are characterized by lecture-based teaching, where instructors present content in a one-way, teacher-centric format. In the traditional learning model, trainees are primarily passive recipients expected to memorize theoretical concepts without adequate emphasis on exposure to their practical application. This approach often lacks interactive or reflective elements, making it challenging for educators to assess trainee comprehension or promote deeper engagement.

In contrast, the active learning strategies implemented in CKC introduced innovative techniques that transformed the learning experience. For example, flipped classrooms encouraged trainees to engage with preparatory material before class, allowing in-class sessions to focus on discussions, critical thinking, and problem-solving activities. Case-based and inquiry-based learning bring real-world scenarios into the classroom, prompting trainees to ask more questions, thereby enhancing their clinical diagnosis and decision-making skills while helping them connect theoretical knowledge with practical relevance. Collaborative methods, such as think-pair-share, promoted peer interaction, enabling trainees to articulate their thoughts and learn from one another. Additionally, games added an engaging, interactive dimension catering to the preferences of modern learners.

The impact of these strategies was profound, enabling educators to actively assess trainees’ retention and their ability to apply knowledge in real-world clinical contexts. By integrating these dynamic techniques, CKC ensured that learning was not only more engaging but also more effective in preparing trainees for practical, clinical challenges.

Improvement in teaching and clinical skills

Improvement in teaching and clinical skills was achieved by enhancing the educators’ abilities in both delivering educational content and effectively applying clinical knowledge. In the field of education, the goal of reaching understanding is facilitated by adopting a legacy teaching standard, such as Bloom’s Taxonomy which helps structure learning objectives progressing from basic understanding to higher-order thinking.

By incorporating adult learning principles, educators can design lessons that are engaging and tailored to mature learners, emphasizing practical and reflective experiences. Active learning strategies, such as reflection and application exercises, enable instructors-tutors to promote deeper understanding and retention among trainees.

On the clinical side, this improvement translated into enhanced critical thinking and problem-solving skills, allowing educators to effectively link theoretical knowledge to real-world clinical cases for their trainees. As the sessions promoted discussions on recent cases from the clinics, educators experienced a significant improvement in their clinical skills, which further bolstered their teaching confidence.

Mentorship and support systems

The CKC program emphasized structured and collaborative mechanisms aimed at guiding and empowering junior educators. Mentorship played a pivotal role by offering trainees consistent guidance, constructive feedback, and support to navigate the program effectively. For instance, regular check-ins with mentors and Training of Trainers (TOT) programs served as essential tools to address and bridge knowledge gaps, ensuring that educators stay aligned with their learning objectives.

Additionally, peer learning was an essential component of the support system. Through collaborative activities such as case discussions and group projects, educators participated in shared learning experiences, exchanging insights and strategies. This not only deepened their understanding but also cultivated a collegial and supportive atmosphere. By learning from one another’s experiences, educators bonded with a stronger sense of community and mutual growth, which bolstered their confidence and skills in both teaching and clinical practice.

Trainee-student impact and engagement

The trainees appreciated the transformative impact of the CKC program on their learning experiences and engagement. One significant outcome was the increase in trainee participation. CKC’s active learning strategies, such as inquiry-based learning, interactive discussions, educational games, and reflective exercises, fostered a dynamic and engaging classroom environment. These methods not only made the learning process enjoyable and memorable but also encouraged trainees to actively contribute, encouraging a deeper connection with the material. The junior educators noted the increased trainee participation in their sessions and recognized the positive changes they had brought about by implementing specific strategies in their classrooms.

Additionally, the program’s impact was evident through the feedback and appreciation received from educators. Trainees expressed gratitude for the innovative teaching methods, emphasizing how these strategies enhanced their understanding and boosted their confidence, particularly in clinical scenarios. This positive reinforcement underscored the effectiveness of CKC in creating a trainee-centered learning experience that connected theoretical knowledge with practical application.

Personal and professional development

Educators experienced significant transformations both personally and professionally (as ‘development’ or ‘professional growth’) through the CKC program. Initially, many educators hesitated to embrace their all-round personal growth, with all levels of introverts among them doubting their ability to engage effectively with trainees. However, over time, they became more confident and assertive, cultivating a stronger presence in the classroom. This growth was primarily fueled by enhancements in their communication and leadership skills, which empowered them to interact more effectively with trainees and colleagues, thereby facilitating a more engaging learning environment.

On the professional front, CKC served as a valuable platform for lifelong learning, enabling educators to enhance both their clinical expertise and mentoring skills. By simultaneously improving their clinical knowledge and teaching practices, they developed a well-rounded skill set that increased their effectiveness as both educators and clinicians. This dual emphasis on personal and professional development empowered the educators to become more proficient in their roles, ultimately benefiting both their trainees and their career trajectories.

Integration of evidence-based practice

Educators emphasized the importance of integrating the latest research and best practices into both teaching and clinical practice. In the context of CKC, educators were trained to actively utilize recent articles, journals, and case studies as educational tools, in turn ensuring that their trainees understood the significance of evidence-based practice in optometry and allied eye health. The educators understood that this approach not only exposed their trainees to the most current information but also fostered critical thinking, enabling them to evaluate and apply this evidence in real-world scenarios.

By prioritizing evidence-based education, CKC encouraged both educators and trainees to continuously seek new knowledge and engage in self-improvement throughout their careers. This culture of ongoing education ensured that professionals in optometry and eye health remained up-to-date with evolving research, treatment methodologies, and clinical advancements, ultimately enhancing patient care and professional expertise.

Work-life balance and compensation

Educators faced challenges when balancing their professional responsibilities with personal well-being. The demanding nature of the program, characterized by long hours and busy schedules, often resulted in fatigue among participating educators. The expectation to prepare lessons in the evenings and fulfill weekend duties further exacerbated the pressure, raising concerns about the long-term sustainability of such a workload. These factors contributed to a sense of burnout for some educators, as maintaining a balance between their professional and personal lives became increasingly difficult.

Additionally, pay discrepancies emerged as a significant issue. Many educators expressed dissatisfaction with their compensation, feeling that it did not adequately reflect the level of effort, time, and expertise required in their roles. This situation underscores the need for more equitable and supportive pay structures that align with the demands placed on educators, ensuring that their hard work was fairly recognized and rewarded. Collectively, these issues highlighted the importance of addressing work-life balance and compensation to support the well-being and retention of educators in the program.

Initial hesitation and overcoming barriers

Educators faced challenges as they embarked on their journey in the CKC program, particularly during the transition to teaching roles. Many educators initially experienced anxiety and self-doubt, especially those with limited exposure to active teaching methods. Unfamiliarity with these approaches, combined with time constraints and a sense of unpreparedness, made the early phases of training particularly difficult. These factors led to concerns about their ability to engage trainees effectively and deliver content. However, these initial barriers were gradually overcome through the support of mentors, peers, and the program’s structured framework. Mentorship provided valuable guidance and reassurance, while peer collaboration created a sense of community and shared learning. Over time, educators became more confident in their teaching abilities and clinical expertise, adapting to the program’s demands. This process of overcoming hesitation not only strengthened their professional skills but also helped them embrace new teaching methods and develop a sense of competence in their roles.

Integration of emotional intelligence in teaching

Emotional intelligence (EI) was essential to enhance both teaching and clinical practices within the CKC program. The educators recognized that EI was crucial for understanding and address the emotional and psychological needs of trainees. This included empathizing with trainees’ challenges, providing personalized feedback, and creating a supportive learning environment that encouraged growth and open communication. In clinical settings, interactions with patients helped educators further develop their interpersonal skills, as they learned to navigate sensitive situations with empathy and emotional awareness. These EI skills were then transferred to the classroom, improving the educators’ ability to connect with trainees, manage classroom dynamics, and inculcate a positive learning atmosphere.

Additionally, the program incorporated reflective practices, including exercises that allowed educators to evaluate their teaching impact and assess how effectively they engaged emotionally with trainees. These reflections enabled educators to refine their approaches, enhancing both their emotional intelligence and their ability to connect with trainees on a deeper, more supportive level, ultimately improving the overall learning experience.

Building leadership and teamwork skills

The CKC program emphasized the enhancement of both leadership abilities and collaborative skills among educators. The leadership development component of the program underscored the significance of leadership as a fundamental skill for educators, equipping them with the tools necessary for effectively guiding, inspiring, and motivating trainees. Through CKC modules, educators learned how to mentor interns and new staff, provide career guidance, and create a positive, supportive learning environment. This focus on leadership not only helped the educators become stronger role models for their trainees but also enabled them to nudge growth and collaboration within their teams.

Additionally, the program emphasized the significance of teamwork, highlighting how collaboration among educators and mentors was essential to establish a cohesive and dynamic learning ecosystem. By sharing best practices, exchanging ideas, and providing mutual support, educators enhanced their collective effectiveness. This collaborative approach established a supportive network that enabled educators to refine their teaching strategies, learn from one another, and ultimately improve the overall learning experience for trainees.

Feedback mechanisms and iterative improvement

The integral role of feedback and continuous learning in the CKC program was to facilitate improvement. A robust feedback culture was established, encouraging trainees to actively seek input from other trainees, peers, and mentors to refine and enhance their teaching methods. This practice enabled educators to adapt their lesson plans and strategies based on constructive suggestions, ensuring responsiveness to the diverse needs of their trainees. For example, educators might incorporate feedback to adjust their teaching style or content delivery, making lessons more accessible and engaging.

Additionally, the concept of iterative learning was central to the CKC approach. Educators were encouraged to view challenges and setbacks as opportunities for growth rather than as obstacles. By embracing this mindset, they were able to continuously improve both their teaching and clinical practices, adapting their methods to become more effective over time. This commitment to iterative improvement ensured that educators remained reflective and proactive to enhancing their skills, ultimately benefiting both their professional development and the learning experience of their trainees.

Program-specific innovations

Educators highlighted some of the unique and innovative aspects of the CKC program that distinguish it from traditional teaching methods. One of the program’s outstanding features was its structured framework, which emphasized four key stages: attention, retention, application, and reflection. This novel approach was particularly well-received by educators, as it offered a clear and systematic method of ensuring knowledge transfer throughout the learning process. By guiding both educators and trainees through these stages, the program enhanced engagement and deepened understanding, making the learning experience more effective and impactful.

Another key innovation was CKC’s hybrid learning model, which combined both online and offline sessions, providing flexibility and accessibility for trainees. Some trainees encountered technological or logistical barriers that occasionally hindered full participation. Despite these obstacles, one of the program’s most notable features was its use of simulation-based learning. This hands-on approach enabled educators to practice and refine their skills in realistic clinical scenarios, offering valuable experiential learning opportunities that bridged the gap between theory and practice. Overall, these innovations played a critical role in enhancing the learning experience while also presenting opportunities for growth and adaptation.

Career clarity and pathway planning

The CKC program played a significant role in helping young educators gain a clearer understanding of their career trajectories and the steps necessary to achieve their professional aspirations. Through the program’s guidance and structure, educators were able to reflect on their career goals and identify potential pathways for advancement in their fields. Many trainees, for instance, noted that the CKCs inspired them to pursue further studies or to specialize more deeply in optometry, as they gained a better understanding of the opportunities available to them.

Beyond their career development, educators also embraced the role of mentors, guiding trainees as they navigated career-related decisions. This dual role—as both mentors and clinicians—enabled educators to pursue their professional growth while positively influencing the career path of their trainees. This reciprocal mentoring environment created a dynamic and supportive learning atmosphere in which both educators and trainees benefited from ongoing career clarity.

These trainees observed that the workload in this role was overwhelming at times, and they acknowledged a need for additional support to help manage the pressures of both professional responsibilities and personal commitments. This underscored a nuanced perspective on gender dynamics in optometry education, where, despite the existence of gender equality in representation, other factors—such as workload and family responsibilities—may still disproportionately impact women in the profession.

Community and professional networks

The CKC program significantly contributed to the development of both social and professional connections for its trainees. One of the key outcomes of the program was the establishment of a strong sense of community among clinical educators. This community extended beyond the immediate framework of the program, providing ongoing support and collaboration even after its conclusion. Educators were able to cultivate meaningful relationships with their peers, developing a network of support, advice, and shared resources. Furthermore, CKC offered numerous networking opportunities for participants, enabling them to engage in seminars, case presentations, and cross-campus collaborations. These networking events exposed participants to a wider professional network, facilitating connections with experts in the field and enhancing their influence within the optometry community. These joint experiences in cooperation and communication not only enriched their professional development but also helped establish valuable relationships that could support career advancement, future collaborations, and the exchange of knowledge and best practices across various institutions and settings. The reason for willingly working with the newly formed team within and outside the workplace and workhours may be attributed to significant improvements in time management and willingness to socialize.

Long-term vision for CKC

Participants offered valuable suggestions for improvement, particularly regarding the streamlining of CKC modules to promote better organization and consistency. This approach would facilitate a more cohesive learning experience, where each module would be clearly defined and logically build upon the previous one. Additionally, there was a strong call to expand subspecialty training, as participants believed that more focused and specialized content would better meet the diverse needs of educators in the fields of optometry and allied healthcare services.

Additionally, the introduction of a more advanced mentorship model was emphasized, aiming to provide tailored and in-depth guidance to educators and support their growth at various stages of their careers. Along with the program’s significant impact, concerns arose regarding its long-term sustainability and scalability.

The intensity of the program, while contributing to its effectiveness, also posed challenges in terms of resources and support. The participants worried that without additional funding, personnel, and infrastructure, maintaining the program’s high standards and expanding its reach to more educators would become difficult. Ensuring the program’s sustainability would require strategic investments and planning to manage its growth while preserving its quality and effectiveness.

Challenges with the CKC program

Several obstacles were encountered by the trainees in engaging with the program’s structure and demands made of them. A key challenge was adapting to the novelty of CKC’s active learning strategies. As the program introduced innovative methods, such as interactive learning and participatory learning, educators initially struggled to understand and implement these unfamiliar techniques, which resulted in slower progress.

Another significant issue was time management. Balancing the demands of CKC training with clinical responsibilities and personal study created a sense of being overwhelmed, particularly in the early stages of the program. Additionally, the pragmatic approach to CKC program design during the initial training phases presented challenges to some participants. These challenges included the lack of comprehensive training in certain subspecialties, and poorly structured mentorship for specific modules which left participants feeling unsupported in their learning journeys. Collectively, these issues underscored the need for improved preparation, support, and resource allocation to enhance the program’s effectiveness.

Discussion

This study examined the impact of the CKC faculty development program on junior optometry educators, revealing significant advancements in teaching methodologies, clinical competencies, and professional identity. Although initially designed to address clinical training needs, the CKC program incorporated interprofessional learning components, thereby broadening its scope and enhancing participants’ educational experiences.

A key finding was the shift from traditional, passive learning to active, learner-centered engagement strategies. This transformation vouchsafed a more dynamic educational environment, benefiting both educators and trainees. These results align with the literature on active learning which states that active learning promoties critical thinking and deeper understanding of a topic. Notably, trainees reported an improved ability to connect theoretical knowledge to clinical application—an essential skill for modern healthcare educators.

Beyond pedagogical benefits, the program promoted significant personal and professional development. Trainees reported increased confidence, improved communication skills, and the development of leadership qualities. Many described their transformation from hesitant novices to assertive mentors and clinicians, highlighting the program’s profound impact on their evolving professional identities. Furthermore, the program’s focus on evidence-based practice cultivated a culture of continuous learning and encouraged the incorporation of current research into teaching methodologies.

The interview process further underscored the program’s impact. Trainees were open and reflective, actively engaging in discussions about their experiences. Their willingness to provide constructive feedback highlights a developing professional mindset and a commitment to educational excellence.

Despite the program’s positive impact, several challenges emerged during its implementation. Trainees frequently reported difficulties in adapting to CKC’s innovative pedagogical approach, balancing clinical and academic responsibilities, and addressing limited access to teaching resources. These concerns were particularly pronounced as most trainees had only recently completed their undergraduate training. While the program effectively accelerated their clinical learning and nurtured teaching skills, the swift transition from trainee to educator presented a steep learning curve.

However, these challenges were significantly alleviated by the structured mentorship and peer support mechanisms integrated into the program. The CKC initiative cultivated a strong sense of community and collegiality, allowing trainees to share experiences, collaboratively navigate obstacles, and learn from one another. These support systems were crucial in facilitating the transition into educational roles, especially within an innovative teaching model like CKC. The significance of such structured support in early-stage faculty development cannot be overstated.

The CKC program modules should be streamlined for improved time management and delivery, and its sustainability and broader impact. Integrating subspecialty training can address curriculum gaps and enhance clinical preparedness. Enhanced access to simulation tools and teaching resources is essential for strengthening hands-on learning. Addressing workload concerns and offering flexible compensation models will help prevent burnout, and motivate and retain educators in the eye care system. Additionally, the CKC framework demonstrates the potential for adaptation across various healthcare disciplines. Future research should investigate its long-term effects on educator development and trainee outcomes, as well as its adaptability in diverse educational settings.

Ethical considerations

Our study was approved by the Institutional Review Board on July 27, 2024, under Ethics Reference No: LEC-BHR-P-07-2024-104.

An informed consent form was distributed to the trainees via online written Google Forms one week before the interview, explaining the study’s purpose, confidentiality measures, and voluntary participation terms. Only those who provided informed consent were included in the study.

Additional information

Correspondence and requests for materials should be addressed to Jhansi Priyanka (jhansipriyanka@lvpei.org) or Snigdha (snigdha@lvpei.org).

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Priyanka Poosa J, Snigdha S, Pathengay A et al. Experience of junior educators in an advanced eye care centre following a faculty development training program [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:742 (https://doi.org/10.12688/f1000research.163297.1)
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